Conference Agenda

This study examines the integration of the Design Thinking approach into University Social Responsibility (USR) projects and its influence on the development of entrepreneurial competencies among university students in Metropolitan Lima, Peru. A quantitative explanatory approach was applied using covariance-based structural equation modeling (CB-SEM) under a non-experimental, cross-sectional research design. The sample consisted of 385 undergraduate and graduate students who participated in USR initiatives. The results reveal statistically significant associations between empathy and entrepreneurial creativity (β = 0.63; p < 0.001), prototyping and problem-solving capabilities (β = 0.56; p < 0.01), and idea validation and sustainable innovation development (β = 0.47; p < 0.05). However, several implementation barriers were identified, including lack of practical training in the methodology (40%), academic time constraints (35%), and limited access to technological resources (24%), which hinder full implementation. The study proposes institutional strategies to overcome these challenges, such as the creation of innovation laboratories, interdisciplinary academic programs, and strengthened faculty training. Additionally, policy recommendations are presented to promote strategic partnerships among universities, the productive sector, and civil society. In conclusion, design thinking proves to be a transformative pedagogical tool that fosters socially oriented entrepreneurship, strengthening students’ holistic development and the territorial impact of universities.